Third grade second volume mathematics teaching plan and class reflection Daquan and answer
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Reflection on the teaching plan of the big class mathematics class
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Mathematics in the kindergarten class, 1620 digital teaching plan reflection
The information provided so far only mentioned the goal of understanding the 16 - 20 mathematics lesson plan, the teaching process, and other content. No complete reflection content of the lesson plan was found. Writing lesson plans could help teachers make use of teaching resources reasonably, improve teaching efficiency and enhance interaction and communication with students. In the lesson plan of recognizing the numbers 16 - 20, the activity goal should be clear, such as letting the students perceive and recognize the RMB measured within 10.(Although it doesn't seem to be closely related to the numbers 16 - 20, it's part of the basic cognition from the overall mathematical cognitive system.), state the unit name, yuan, angle, etc. In terms of teaching process, it may involve a variety of teaching methods, such as operation method (letting children operate RMB to perceive), observation method (observing the characteristics of RMB to identify different face values), etc. However, there was not enough information to provide an accurate answer to his reflection on the lesson plan. In the actual reflection of teaching plans, there were many ways to start. For example, in terms of achieving the teaching goal, whether all students could recognize the numbers 16 - 20 well, how they achieved the goal, and if they did not achieve the goal, what was the reason? In terms of teaching methods, whether the selected operation method and observation method were enough to help children understand these numbers, and whether there were better teaching methods. In the teaching process, whether the teacher's guidance to the children was appropriate, whether he paid full attention to the learning state of each child, and whether he gave enough guidance to the children with slow reactions, etc. At the same time, they could also consider whether the difficulty level of the teaching content was suitable for children in large kindergarten classes, and whether they needed to adjust the depth and breadth of the teaching content. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Large Class Mathematics Teaching Plan Reflection Map
The following are a few key points and examples for you to reflect on your mathematics lesson plans: ** I. Reflection on the teaching plan of Self-composed oral application questions ** 1. ** Target Achievement Status ** - In terms of cultivating children's thinking flexibility, through the activity of self-made oral application questions, children needed to think about the construction of events, numbers, and problems. This process could train their thinking flexibility. For example, in the process of creating scenarios, children had to observe the teacher's behavior of giving out red flowers and use numbers and questions to form application questions. This required them to use their flexible thinking to organize information. - In terms of developing oral expression skills, whether it was answering questions, group competitions, or collective answers, children had the opportunity to express their own application questions, and they would continue to practice oral expression in supplementary question training, picture writing exercises, and other links. However, some children might not be able to express themselves fluently because of nervousness or unclear thinking. - In terms of developing the agility and logic of children's thinking, from seeing scenes or pictures to quickly making application questions to listing formulas, children need to have agile thinking reactions. At the same time, writing questions according to the requirements of application questions also helps to cultivate logic. However, for some children with weaker comprehension abilities, it may be difficult to understand the logic of the questions. 2. ** The effectiveness of teaching methods ** - Game teaching methods, such as the Sunshine Express game to review addition and multiplication, could stimulate children's interest in learning and make the review process easy and enjoyable. However, the competitive nature of the game may cause some children to focus too much on the results and ignore the mastery of knowledge. - Scenario-based teaching method, through the creation of small red flowers and other scenes to make questions, so that the abstract concept of application questions become more intuitive, image, easy for children to understand. However, the variety of scenarios might be limited and could not cover all types of application problems. - The operation practice method, like the "you make up and I swing" activity in pairs, allowed the children to consolidate their ability to make up questions in practice. However, in group activities, there may be situations where a single child is the leader and the participation of other children is not high. 3. ** Child participation ** - Most children had a high participation rate in answering questions and group competitions, but there might be some children who had a low participation rate because of their introverted personality or lack of proficiency in knowledge. When organizing games such as passing the ball to write application questions, the children were very enthusiastic, but perhaps because the game rhythm was fast, some children were not fully prepared for the content of the questions. 4. ** Modification measures ** - For the improvement of oral expression skills, more group discussion sessions could be added, so that every child had the opportunity to express their thoughts in the group before sharing them with the whole class to reduce the nervousness of the children. - In order to increase the participation of children with weak thinking ability, more guiding questions could be added in the teaching process, the steps of the question composition could be further refined, and more examples could be provided for children to refer to during practice. - In the game segment, the rules of the game could be adjusted. For example, when passing the ball to make application questions, increase the preparation time or give certain hints, so that more children could make high-quality application questions. ** 2. Reflection on the teaching plan of Find a Neighbor ** 1. ** Target Achievement Status ** - In terms of stimulating children's interest in mathematics, it was a good attempt to combine stories with children's love for animals, which made mathematics learning no longer boring. However, the integration of the story may not be natural enough, causing some children to pay more attention to the story content than the mathematical knowledge. - It was reasonable to adjust the teaching sequence in order to help children better grasp the concept of adjacent numbers. However, in actual teaching, more examples and exercises may be needed to strengthen the child's understanding of the relationship between adjacent numbers and the original number. - In terms of promoting children's mastery of knowledge, the gamification of the teaching process had a certain positive effect. However, due to individual differences, some children could not quickly grasp the adjacent numbers, which indicated that the targeted game-based teaching needed to be further strengthened. 2. ** The effectiveness of teaching methods ** - Although the story-based teaching method was innovative, it still needed to be improved in integrating mathematical knowledge to ensure that children could better extract mathematical information from the story. - Changing the teaching sequence was an effective teaching strategy adjustment, but it might be necessary to pay more attention to logical cohesion in the process of explanation so that children could clearly understand the changes at each step. - In gamified teaching, there was a lack of individual guidance for children who could not grasp knowledge quickly. This might affect their final mastery of knowledge. 3. ** Child participation ** - On the whole, children were more interested in stories and games, and their participation was higher. However, in some parts that required independent thinking, such as finding the adjacent numbers of a certain number, some children might be less involved because of the difficulty. 4. ** Modification measures ** - The content of the story should be optimized so that it could be more closely integrated with mathematical knowledge, allowing children to more naturally come into contact with and understand mathematical concepts while listening to the story. - On the basis of adjusting the teaching order, more interaction links were added, such as letting the children give examples to explain the relationship between adjacent numbers and the original number to strengthen their understanding of knowledge. - In the game teaching, we should pay more attention to and guide individual children, adjust the difficulty of the game according to their learning situation, or provide additional practice opportunities. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The second volume of the first grade mathematics online teaching design plan and reflection summary
The following is an example of a first-year mathematics online teaching design and reflection summary: ##1. Teaching Design Plan ###(1) Teaching objectives 1. ** Knowledge and Skill Target ** - Students can master the knowledge of numbers within 100, including reading and writing numbers, the composition of numbers, and the comparison of numbers. - Able to correctly perform abdication and substitution within 20 and addition and substitution within 100. - Understand the units of RMB, Yuan, Jiao, Fen and their relationship, recognize common plane figures and be able to identify them correctly. - Learn to use simple methods to collect and organize data, and be able to perform preliminary analysis on simple statistics. 2. ** Course, Method, and Target ** - Through online teaching and interaction, such as online question and answer, group discussions (through online grouping tools), etc., students 'ability to think independently and communicate cooperatively was cultivated. - With the help of online teaching resources such as animations and videos, it helped students intuitively understand abstract mathematical concepts such as digital concepts and the transformation of graphics. 3. ** Emotions, attitudes, values, goals ** - To stimulate students 'interest in mathematics and cultivate their confidence in mathematics. - It allowed the students to experience the wide application of mathematics in their daily lives and to raise their awareness of using mathematical knowledge to solve practical problems. ###(2) Difficulties in Teaching 1. ** Teaching Focus ** - Understanding numbers within 100, including the concept of numbers, the composition of numbers, etc. - Subtracting within 20 and adding and deducting within 100. - Understand the unit of RMB and basic statistics. 2. ** Teaching Difficulties ** - Understanding the concept of numbers, especially the meaning of numbers. - The mathematical understanding of abdication and substitution within 20. - Analysis and understanding of statistics. ###(3) Teaching Method 1. Teaching method: Explain mathematical concepts, algorithms, and other knowledge through online live broadcasts. 2. Demonstrating method: Use animations, videos, etc. to demonstrate mathematical processes, such as the composition of numbers within 100, the transformation of graphics, etc. 3. "Discussion method: Set up online discussion topics to guide students to discuss mathematical problems, such as different addition and deduction methods. ###(4) Teaching process 1. ** Introduction (5 minutes)** - Use online fun Mini games, such as puzzle games, to attract students 'attention and draw out the content of the lesson. For example, for the understanding of numbers within 100, students could use a jigsaw puzzle to piece out different two-digit numbers and then say the composition of this number. 2. ** Knowledge explanation (20 minutes)** - Take the understanding of numbers within 100 as an example. If it was to explain the concept of numbers, it could be shown through an online animation. Small sticks could be used to represent numbers. Ten small sticks were tied into a bundle to represent a "ten". A few "tens" and a few "ones" formed a number. At the same time, the corresponding numbers were written on the screen to let the students intuitively see the meaning of numbers. - When explaining the deduction of numbers within 20, such as 13 - 5, one could use an online animation to demonstrate the process of deducting 5 from 10 and adding 3. - For understanding the RMB, they could show pictures of various banknotes, explain their face value and unit relationship, and also simulate online shopping scenes to let students carry out RMB conversion and simple calculations. - In the statistics section, a video of students collecting the number of flowers of different colors was played first. Then, the students were guided to think about how to organize the data. Then, they were introduced to simple statistics methods, such as using symbols to record the number. 3. ** Practice (15 minutes)** - Through the online teaching platform, practice questions were published. The types of practice questions included multiple-choice questions, fill-in-the-blank questions, simple application questions, and so on. For example, for the understanding of numbers within 100, you can come up with such a question: 56 has () tens and () ones; For the deduction part within 20, you can come up with questions such as 15 - 7 =(); For the RMB part, you can come up with questions such as 1 yuan and 5 jiao =() jiao; The statistics part can come up with a simple statistics table based on the given data. - After the students completed the exercises, they would use the platform's automatic marking function to mark them. They would focus on explaining the questions with more errors. 4. ** Wrap-up (5 minutes)** - The students were guided to review the main content of this lesson, such as what knowledge they had learned about counting within 100, the method of abdication and deduction within 20, the unit relationship of RMB, simple methods of statistics, etc. - It emphasized key knowledge and error-prone points, such as the meaning of the numbers on the digits, the calculation of abdication and substitution, etc. - Arrange homework after class. The content of the homework can be written homework, photos, and uploading. It can also be some practical homework that requires the help of parents, such as letting the students and parents play the actual RMB exchange game together. ##2. Reflection and summary ###(I) Success 1. Online teaching resources were rich and varied, such as animations and videos, which could attract students 'attention and help them understand abstract mathematical concepts, thus improving the teaching effect. 2. The online teaching platform's interaction functions, such as online question and answer, group discussion, etc., could stimulate students 'enthusiasm for learning, cultivate students' cooperative communication skills, and allow students to better master knowledge through interaction. 3. The online practice and marking function was convenient and fast. It could provide timely feedback on the students 'learning situation, so that teachers could give targeted explanations according to the students' mistakes. ###(2) Deficiency 1. Online teaching lacked the supervision of face-to-face teaching, and some students might be distracted or not seriously participate in learning activities. 2. Due to network problems, sometimes the teaching video would be stuck and the sound would be delayed, affecting the continuity of the teaching. 3. During the group discussion session, some students might not be able to participate fully in the discussion due to shyness or unfamiliarity. ###(3) Enhancement measures 1. Add more interaction sessions and reward mechanisms, such as giving online medals to students who actively participated in learning and answered questions correctly, so as to improve students 'focus on learning. 2. Before teaching, they would check the network status in advance and prepare a variety of teaching resources. For example, if the video was stuck, they could switch to pictures to ensure the smooth progress of the teaching. 3. Students were trained online. At the same time, teachers should actively guide students in group discussions and encourage each student to express their opinions to increase student participation. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A Reflection on the Second Volume of the First Grade Mathematics Class
The following is a summary of the first-year mathematics class: ** 1. Teaching content ** 1. ** Understanding RMB ** - Although the students had a certain ability to observe the RMB, they lacked a systematic understanding. For example, there was insufficient understanding of the relationship between various face values, the size of the relationship, and even misunderstandings (such as thinking that five 20 cents could be exchanged for 1 cent coins). - In the teaching, the relationship between Yuan, Jiao and Fen should be permeated. At the same time, due to the difference between the popular RMB version when the teaching materials were compiled and the actual situation in the students 'lives (the teaching materials mainly use the fourth set of RMB, and the students often come into contact with the fifth set in their lives), the teaching of different versions of RMB should be taken into account in order to let the students better understand it. 2. ** Brick Repairing Problem ** - The key to solving the brick filling problem was to first find a complete row of bricks and determine the number of bricks, then use the total number of bricks minus the existing number of bricks to get the number of missing bricks, and finally add the number of missing bricks in each row to get the total number of missing bricks. 3. ** Calculating questions ** - There were corresponding calculation techniques for questions with addition and deduction on both sides of the equal sign (if there was addition and deduction on both sides of the equal sign, the big reduction would be divided equally; if there was deduction on both sides of the equal sign, the two numbers would be added and then divided equally). ** 2. Teaching methods and student learning ** 1. ** Students as the main body ** - They should follow the concept of student development and adopt the method of learning before teaching. For example, in the "Understanding Three-Dimensional Patterns" class, the students were allowed to touch, talk, roll objects and patterns, and introduce the items they brought in groups. The students were allowed to learn through observation and communication, and the teacher only needed to guide them. 2. ** Students 'learning problems and solutions ** - Some of the students had problems: - The self-exploration awareness is not high, and the effectiveness of group cooperation in mathematics teaching is low. - Their verbal communication skills were low. - They lacked the initiative to study, such as not many students who consciously practiced and previewed homework after class and were not good enough. They could not handle the relationship between study and rest time well, and their motivation to study was insufficient. - Counter measures: - Teachers should create an active learning atmosphere and interesting learning situations to inspire and guide students to explore independently, cooperate and communicate. - To strengthen the psychological guidance for students and the education of parents to cultivate students 'learning habits. 3. ** Grasping the Teaching Stage ** - If the teacher did not have a precise grasp of the teaching time, it would lead to insufficient practice. Teachers should arrange the teaching time reasonably to ensure that students have enough practice time to consolidate what they have learned. 4. ** Homework writing and calculation habits ** - In the teaching of continuous addition and deduction, the question of whether to draw a horizontal line and write the number obtained in the first step should be handled flexibly according to the students 'actual situation. For students with strong calculation ability and simple calculation methods, they were not required to draw horizontal lines, but they had to ensure that the calculation was accurate. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Third grade second volume mathematics lesson plan and class reflection complete picture
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A Reflection on the Teaching Plan of the Big Class Mathematics Sorted by Marks
The following is a summary of some of the main points of the large-scale mathematics lesson plan: ** 1. Achievement of teaching objectives ** 1. ** Knowledge and Skill Target ** - If the goal of the lesson plan is to let the child learn to sort by marks, it is necessary to reflect on whether the child has really mastered this skill. For example, observe the child's performance in the operation and practice when sorting according to specific marks (such as color, shape, number marks, etc.). If most of the children could accurately complete the sorting task according to the marks, it meant that the goal was achieved. If there were more children who had difficulty sorting certain types of marks, such as a high rate of sorting errors for complex shapes, it might be necessary to re-evaluate the rationality of teaching methods or mark design. 2. ** Course, Method, and Target ** - As for the goal of cultivating children's ability to observe, analyze, and rank, it was necessary to consider whether the teaching process gave children enough space for independent exploration. If the child mainly followed the teacher's demonstration in the teaching process, the lack of active thinking and the process of exploring the marking law, then the achievement of this goal may be affected. If the child can actively try different sorting methods and can use existing mathematical knowledge (such as comparing sizes, color recognition, etc.) to solve the problem of sorting by marks, it means that the process and method goals have achieved good results. 3. ** Emotions, attitudes, goals ** - If the lesson plan set emotional and attitude goals such as cultivating children's interest in mathematics sorting activities, it should be judged by the child's participation and enthusiasm in the classroom. For example, whether the child actively participated in the sorting activity, whether he showed curiosity and desire to explore in the activity. If the child showed boredom or passive participation in the entire teaching process, they needed to reflect on whether the teaching content was too boring or the teaching rhythm was not suitable for the child. ** 2. Teaching content ** 1. ** Mark Design ** - The choice and design of the marks should be in line with the cognitive level of the children in the first class. Reflect on whether the marking is too complicated or too simple. If the marking is too complicated, for example, it contains multiple attributes (shape, color, and quantity exist at the same time and are complicated), it may make the child confused and difficult to understand the requirements of the ordering. If the marking is too simple, such as a simple color distinction and the child is already very familiar with this simple ordering, it may not stimulate the child's challenge and interest in learning. 2. ** Level of difficulty ** - The tasks in the teaching content should have a certain degree of difficulty. From a simple marking sequence (such as a single attribute marking) to a complex marking sequence (such as a combination of multiple attribute markings), it gradually progressed. If it was found during the teaching process that children generally had difficulties when the difficulty level increased, it might be because the difficulty level was not set reasonably, the necessary transition links were lacking, and the children were not given enough time and practice to adapt to the increase in difficulty. ** 3. Teaching methods ** 1. ** Guidance Method ** - Teachers should adopt a variety of guiding methods when guiding children to understand the order of marks. For example, should he simply explain the meaning of the marks or guide them through interesting stories, games, and so on? If the teacher only explained it verbally, it might be more abstract for the child to understand. However, gamified guidance methods, such as combining the marking sequence with the story of small animals queuing up, might be easier for young children to accept. 2. ** Individual guidance ** - Whether the teacher gave enough individual guidance to the child when he or she was sorting by marks. For children with weak comprehension ability or slow operation, whether the teacher can find them in time and give targeted help. During the teaching process, if some children encountered difficulties in sorting and the teacher did not give timely guidance, it might affect the learning effect of these children and may also cause the children to feel frustrated with the mathematical sorting activity. ** 4. Teaching Resources ** 1. ** Operating Materials ** - Whether or not the materials used for the operation are sufficient and appropriate. For example, whether the size of the materials was easy for children to operate, and whether the types of materials were rich and diverse. If the materials were too small or the types were too simple, it might affect the child's operating experience and interest in sorting. At the same time, whether the operation materials matched the content of the mark was also a factor to consider. If the mark was about the shape sorting, and the provided operation materials were not highly distinguishable, it would cause difficulties for the child's sorting. ** 5. Individual differences in children ** 1. ** Ability difference ** - There were some individual differences in the mathematical ability of the children in the upper class. During the teaching process, they had to reflect on whether they had fully considered this difference. For example, for children with strong abilities, whether there were enough extended tasks to meet their learning needs; for children with weak abilities, whether there were additional support and coaching measures to ensure that they could keep up with the teaching progress and gain something in the activities according to the marks. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Big class mathematics arrangement game reflection teaching plan
The following is an example of a reflective lesson plan for a large class mathematics ranking game: ##1. Teaching objectives 1. Through various sorting games, the children could master the methods of sorting according to different standards (such as size, number, height, thickness, thickness, etc.). 2. To develop children's observation, comparison ability, reversibility, transitivity, and dual thinking. 3. Cultivate children's interest in mathematical sorting activities and experience the joy of sorting games. ##2. Teaching preparation 1. Cards of different shapes, sizes, colors, and numbers, such as numbered cards and geometric cards. 2. Items of different heights and thickness, such as dolls of different heights and wooden sticks of different thickness. 3. Images with different numbers of elements (such as different numbers of fruits). ##3. Teaching process ###(1) Game import 1. Start with a simple queuing game. For example, let the children line up according to their height from short to tall to introduce the concept of sorting. Ask the children how to judge who is in front and who is behind, so that they can have a preliminary perception of the basis of the order. ###(2) Various kinds of game activities 1. ** Sorted by size ** - Show cards of different sizes (e.g. round cards). Ask the children to arrange the cards in order from small to big. Guide the children to observe the difference in the size of each card and encourage them to operate by themselves. - After the children finished sorting, they were asked a reverse question, such as "How should they be arranged from big to small?" Deepen the child's understanding of the order of size, and at the same time train the reversibility of thinking. 2. ** Sorted by quantity ** - Show pictures with different numbers of fruits (such as apples) and let the children arrange them according to the number of apples. In this process, the child was guided to count the number of fruits on the picture, combining the concept of quantity with the order. - Let the children check the results of the arrangement and share how they judged the number, such as counting one by one or observing the density of the whole. 3. ** Sorted by height and thickness (combined with physical model)** - He took out dolls of different heights and wooden sticks of different thickness and let the children explore freely. He tried to sort them according to height and thickness. - Ask each child to come on stage to show their ranking results and explain their ranking ideas to other children. The teacher will give appropriate supplements and correction. ###(3) Group Cooperation Ranking Activity 1. Divide the children into small groups, and each group will be given a set of items with different sorting standards (such as building blocks of different sizes, straws of different lengths, etc.). 2. The children in the group were required to discuss together and formulate a sorting rule. Then, they would sort the items according to this rule. This process could cultivate the child's ability to cooperate and the ability to comprehensively use the knowledge of sorting. 3. Each group showed their ranking results and ranking rules. Children from other groups could ask questions and evaluate them. ###(4) Extending the Ranking in Life 1. Guide the child to think about where there are rankings in life, such as the arrangement of buttons on clothes, the arrangement of street lamps on the road, etc. Children were encouraged to speak up and share their discoveries in life. 2. Showing some pictures of sorting phenomena in life (such as the arrangement of windows on buildings, the arrangement of goods on supermarket shelves, etc.), so that children can more intuitively feel the widespread application of sorting in life. ##IV. Reflection on Teaching ###(I) Success 1. ** High participation of children ** - Through various forms of game activities, the children showed high enthusiasm and participation. Especially in the group cooperation sorting segment, the children could actively communicate and cooperate with the group members to complete the sorting task together. This showed that the game-based teaching method could effectively attract the attention of children and stimulate their interest in learning. 2. ** The target has been achieved. ** - In the process of teaching, most of the children could master the method of sorting according to different standards, and their thinking ability was also trained to a certain extent. For example, when sorting by quantity, the child could accurately point and correctly sort; in the reverse sorting (such as from big to small, from high to short, etc.), the child could also understand and complete the task faster, indicating that they had a good grasp of the concept of sorting and the reversibility of thinking. 3. ** Our lives are closely connected ** - The teaching process focused on guiding children to discover the sorting phenomenon in life. This link effectively connected mathematics knowledge with the reality of life, allowing children to feel the omnipresence of mathematics in life and improve their understanding of the practicality of mathematics learning. ###(2) Deficiency 1. ** Not enough attention to individual differences ** - During the activity, it was found that some children's understanding and operation ability of sorting concepts were relatively weak. For example, when sorting by thickness, some children could not accurately distinguish the difference in thickness of objects. Although there were group cooperation sessions in the teaching process that allowed children to help each other, for these children with weaker abilities, the time and strength of the teacher's individual guidance were not enough to fully meet their learning needs. 2. ** The difficulty level of the game is not clear enough ** - Some games might be too easy for some children, while others might be difficult. For example, in a game that was sorted by quantity, it might not be challenging enough for children who had mastered the points, and it might be a little difficult for children who were not too familiar with the points. This meant that the game design did not fully consider the individual differences of children, and the difficulty level of the game was not reasonable enough. ###(3) Enhancement measures 1. ** Enhancing individual guidance ** - In future teaching activities, more attention should be paid to the individual differences of children. For children with weak understanding and operational ability, teachers should give more individual guidance time and provide targeted guidance according to their specific conditions to help them gradually master the knowledge and skills of sorting. 2. ** To improve the difficulty level of the game ** - When designing the game segment, it was necessary to consider the different levels of development of children in more detail and set up more game tasks with different levels of difficulty. For example, the game of sorting by quantity could be designed into several different difficulty levels, from simple sorting of a few objects to sorting of more objects, and then to sorting of the number of irregular objects, so that every child could be fully trained and improved within their own ability. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Small Class Mathematics Diagram Color Teaching Plan and Reflection
You don't have a specific lesson plan and reflection content. With such a title, I can't integrate and polish it according to the requirements. You have to give me a detailed lesson plan and reflection content. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Online teaching, first grade, second volume, mathematics teaching reflection, short
There were some challenges and experiences in teaching first-year mathematics online. From the perspective of teaching, teachers should change their ideas in preparing lessons, highlight important and difficult points, design learning activities, integrate network resources, but pay attention to authority. In class, they had to complete the details, send live broadcast links in advance, write down topics, etc., pay attention to student interaction, and attract students by showing excellent homework. The marking of homework was more complicated, so students had to be urged to submit homework and give timely feedback. From the perspective of students 'learning, students should be self-disciplined, and teachers should guide them to establish the idea of self-conscious learning. There were some shortcomings in the teaching, such as the students 'lack of practical training leading to disobedience, poor sense of cooperation, the direction of the teacher's questions was not clear enough, the students did not speak widely in the classroom, the teacher's language was not refined enough, and so on. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>